| |
| |
| Preface | |
| |
| |
| |
| Basic Group Concepts | |
| |
| |
| |
| Introduction to Group Communication | |
| |
| |
| Succeeding in Groups | |
| |
| |
| Defining Group Communication | |
| |
| |
| Three or More People | |
| |
| |
| Interaction | |
| |
| |
| Common Goal | |
| |
| |
| Interdependence | |
| |
| |
| Working | |
| |
| |
| The Process of Group Communication | |
| |
| |
| Types of Groups | |
| |
| |
| Primary Groups | |
| |
| |
| Social Groups | |
| |
| |
| Self-Help Groups | |
| |
| |
| Learning Groups | |
| |
| |
| Service Groups | |
| |
| |
| Work Groups | |
| |
| |
| Public Groups | |
| |
| |
| Advantages and Disadvantages of Working in Groups | |
| |
| |
| Advantages | |
| |
| |
| Disadvantages | |
| |
| |
| Balance: The Guiding Principle of Group Work | |
| |
| |
| Group Dialectics | |
| |
| |
| Ethics and Balance | |
| |
| |
| GroupWork: It Was the Best of Groups; It Was the Worst of Groups | |
| |
| |
| GroupAssessment: Essential Group Elements | |
| |
| |
| |
| Group Development | |
| |
| |
| The Life Cycle of Groups | |
| |
| |
| Group Development Stages | |
| |
| |
| Characteristics of Effective Groups | |
| |
| |
| Forming: Balancing Individual and Group Needs | |
| |
| |
| Maslow's Hierarchy of Needs | |
| |
| |
| Schutz's Theory of Interpersonal Needs | |
| |
| |
| Forming Tensions | |
| |
| |
| Storming: Balancing Conflict and Cohesion | |
| |
| |
| Norming: Balancing Conformity and Nonconformity | |
| |
| |
| Types of Norms | |
| |
| |
| Conformity | |
| |
| |
| Nonconformity | |
| |
| |
| Performing: Balancing Task and Maintenance Dimensions | |
| |
| |
| Group Task Roles | |
| |
| |
| Group Maintenance Roles | |
| |
| |
| Self-Centered Roles | |
| |
| |
| Adjourning: Balancing Engagement and Disengagement | |
| |
| |
| Balancing Needs, Norms, and Roles | |
| |
| |
| GroupWork: Classroom Norms | |
| |
| |
| GroupAssessment: Group Attraction Survey | |
| |
| |
| |
| Group Member Diversity | |
| |
| |
| Heterogeneous Groups | |
| |
| |
| Personality Dimensions | |
| |
| |
| Personality Theory | |
| |
| |
| Implications of Personality Dimensions | |
| |
| |
| Cultural Dimensions | |
| |
| |
| Individualism-Collectivism | |
| |
| |
| Power Distance | |
| |
| |
| Uncertainty Avoidance | |
| |
| |
| Masculine-Feminine | |
| |
| |
| High Context-Low Context | |
| |
| |
| Monochronic Time-Polychronic Time | |
| |
| |
| Barriers to Cultural Understanding | |
| |
| |
| Gender Dimensions | |
| |
| |
| Generational Dimensions | |
| |
| |
| Balanced Diversity | |
| |
| |
| GroupWork: Personality Preferences | |
| |
| |
| GroupAssessment: Identifying Cultural Dialectics | |
| |
| |
| |
| Interaction Skills | |
| |
| |
| |
| Confidence in Groups | |
| |
| |
| Group and Member Confidence | |
| |
| |
| Communication Apprehension | |
| |
| |
| Sources of Anxiety | |
| |
| |
| Apprehension in Groups | |
| |
| |
| Strategies for High Apprehensives | |
| |
| |
| You Are Not Alone | |
| |
| |
| Be Well Prepared | |
| |
| |
| Learn Communication Skills | |
| |
| |
| Re-lax, Re-think, Re-vision | |
| |
| |
| Strategies for Low Apprehensives | |
| |
| |
| Be Supportive | |
| |
| |
| Provide Constructive Feedback | |
| |
| |
| Include Anxious Members | |
| |
| |
| Stop Talking | |
| |
| |
| Assertiveness | |
| |
| |
| Balancing Passivity and Aggression | |
| |
| |
| Assertiveness and Diversity | |
| |
| |
| Assertiveness Skill Building | |
| |
| |
| Balancing Ability and Confidence | |
| |
| |
| GroupWork: Sorting the Symptoms | |
| |
| |
| GroupAssessment: Personal Report of Communication Apprehension (PRCA-24) | |
| |
| |
| |
| Verbal and Nonverbal Communication in Groups | |
| |
| |
| Two Essential Tools | |
| |
| |
| Language and Meaning | |
| |
| |
| Denotation and Connotation | |
| |
| |
| Levels of Meaning | |
| |
| |
| Team Talk | |
| |
| |
| Language Difficulties | |
| |
| |
| Bypassing | |
| |
| |
| Offensive Language | |
| |
| |
| Jargon | |
| |
| |
| Adapting to Language Differences | |
| |
| |
| Language and Gender | |
| |
| |
| Language and Culture | |
| |
| |
| Improving Verbal Communication | |
| |
| |
| Improve Your Vocabulary | |
| |
| |
| Use I, You, and We Language | |
| |
| |
| Use Appropriate Grammar | |
| |
| |
| The Importance of Nonverbal Communication | |
| |
| |
| Nonverbal Behavior | |
| |
| |
| Personal Appearances | |
| |
| |
| Facial Expression | |
| |
| |
| Vocal Expression | |
| |
| |
| Physical Expression | |
| |
| |
| The Nonverbal Environment | |
| |
| |
| Arrangement of Space | |
| |
| |
| Perceptions of Personal Space | |
| |
| |
| Nonverbal Communication and Culture | |
| |
| |
| Creating a Supportive Communication Climate | |
| |
| |
| Evaluation and Description | |
| |
| |
| Control and Problem Orientation | |
| |
| |
| Strategy and Spontaneity | |
| |
| |
| Neutrality and Empathy | |
| |
| |
| Superiority and Equality | |
| |
| |
| Certainty and Provisionalism | |
| |
| |
| Balancing Language and Nonverbal Behavior | |
| |
| |
| GroupWork: Context, Context, Context | |
| |
| |
| GroupAssessment: Auditing Team Talk | |
| |
| |
| |
| Listening in Groups | |
| |
| |
| The Challenge of Listening in Groups | |
| |
| |
| The Nature of Listening | |
| |
| |
| The Dialectics of Listening | |
| |
| |
| Types of Listening | |
| |
| |
| Discriminative Listening | |
| |
| |
| Comprehensive Listening | |
| |
| |
| Empathic Listening | |
| |
| |
| Analytical Listening | |
| |
| |
| Appreciative Listening | |
| |
| |
| Group Roles and Listening | |
| |
| |
| Task Roles and Listening | |
| |
| |
| Maintenance Roles and Listening | |
| |
| |
| Leadership Functions and Listening | |
| |
| |
| Improving Listening | |
| |
| |
| Use Your Extra Thought Speed | |
| |
| |
| Apply the Golden Listening Rule | |
| |
| |
| Listening Strategies | |
| |
| |
| The Art of Paraphrasing | |
| |
| |
| Listening to Differences | |
| |
| |
| Taking Notes in Groups | |
| |
| |
| Self-Listening in Groups | |
| |
| |
| Balanced Listening | |
| |
| |
| GroupWork: Practice Paraphrasing | |
| |
| |
| GroupAssessment: Shafir's Self-Listening Test | |
| |
| |
| |
| Conflict and Cohesion in Groups | |
| |
| |
| Conflict in Groups | |
| |
| |
| Substantive Conflict | |
| |
| |
| Affective Conflict | |
| |
| |
| Procedural Conflict | |
| |
| |
| Constructive and Destructive Conflict | |
| |
| |
| Conflict Styles | |
| |
| |
| Avoidance | |
| |
| |
| Accommodation | |
| |
| |
| Competition | |
| |
| |
| Compromise | |
| |
| |
| Collaboration | |
| |
| |
| Choosing a Conflict Style | |
| |
| |
| Conflict Management Strategies | |
| |
| |
| The 4Rs Method | |
| |
| |
| The A-E-I-O-U Model | |
| |
| |
| Negotiation | |
| |
| |
| Mediation | |
| |
| |
| Arbitration | |
| |
| |
| Group Cohesion | |
| |
| |
| Enhancing Cohesion | |
| |
| |
| Groupthink | |
| |
| |
| Adapting to Differences | |
| |
| |
| Cultural Responses to Conflict | |
| |
| |
| Gender Responses to Conflict | |
| |
| |
| Balancing Conflict and Cohesion | |
| |
| |
| GroupWork: Win as Much as You Can | |
| |
| |
| GroupAssessment: Ross-DeWine Conflict Management Message Style Instrument | |
| |
| |
| |
| Achieving Group Goals | |
| |
| |
| |
| Group Leadership | |
| |
| |
| What Is Leadership? | |
| |
| |
| Leadership and Power | |
| |
| |
| Reward Power | |
| |
| |
| Coercive Power | |
| |
| |
| Legitimate Power | |
| |
| |
| Expert Power | |
| |
| |
| Referent Power | |
| |
| |
| Becoming a Leader | |
| |
| |
| Designated Leaders | |
| |
| |
| Emergent Leaders | |
| |
| |
| Strategies for Becoming a Leader | |
| |
| |
| Leadership Theories | |
| |
| |
| Trait Theory | |
| |
| |
| Styles Theory | |
| |
| |
| Situational Theory | |
| |
| |
| Transformational Theory | |
| |
| |
| The 4M Model of Leadership Effectiveness | |
| |
| |
| Model Leadership Behavior | |
| |
| |
| Motivate Members | |
| |
| |
| Manage Group Process | |
| |
| |
| Make Decisions | |
| |
| |
| Diversity and Leadership | |
| |
| |
| Gender and Leadership | |
| |
| |
| Cultural Diversity and Leadership | |
| |
| |
| Balanced Leadership | |
| |
| |
| GroupWork: The Least-Preferred-Coworker-Scale | |
| |
| |
| GroupAssessment: Are You Ready to Lead? | |
| |
| |
| |
| Structured and Creative Problem Solving in Groups | |
| |
| |
| Group Decision Making | |
| |
| |
| Decision Making and Problem Solving | |
| |
| |
| Decision-Making Methods | |
| |
| |
| Decision-Making Goals | |
| |
| |
| The Need for Procedures | |
| |
| |
| The Need for Structured Procedures | |
| |
| |
| The Need for Creative Procedures | |
| |
| |
| Structured Problem Solving | |
| |
| |
| The Standard Agenda | |
| |
| |
| The Functional Theory Approach | |
| |
| |
| The Single Question Format | |
| |
| |
| Creative Problem Solving | |
| |
| |
| Brainstorming | |
| |
| |
| Nominal Group Technique (NGT) | |
| |
| |
| Decreasing Options Technique (DOT) | |
| |
| |
| Enhancing Group Creativity | |
| |
| |
| Problem-Solving Realities | |
| |
| |
| Politics | |
| |
| |
| Preexisting Preferences | |
| |
| |
| Power | |
| |
| |
| Balanced Problem Solving | |
| |
| |
| GroupWork: Game Building | |
| |
| |
| GroupAssessment: Problem-Solving Competencies | |
| |
| |
| |
| Argumentation in Groups | |
| |
| |
| Why Argue? | |
| |
| |
| Arguments and Argumentation | |
| |
| |
| The Value of Argumentation in Groups | |
| |
| |
| Argumentativeness | |
| |
| |
| Argumentativeness and Group Decision Making | |
| |
| |
| Learning to Be Argumentative | |
| |
| |
| The Structure of an Argument | |
| |
| |
| Components of the Toulmin Model | |
| |
| |
| Applying the Toulmin Model | |
| |
| |
| Supporting Evidence | |
| |
| |
| Presenting Your Arguments | |
| |
| |
| State the Claim | |
| |
| |
| Support the Claim with Valid Evidence | |
| |
| |
| Provide Reasons for the Claim | |
| |
| |
| Summarize Your Argument | |
| |
| |
| Refuting Arguments | |
| |
| |
| Listen to the Argument | |
| |
| |
| State the Claim You Oppose | |
| |
| |
| Give an Overview of Your Objections | |
| |
| |
| Assess the Evidence | |
| |
| |
| Assess the Reasoning | |
| |
| |
| Summarize Your Refutation | |
| |
| |
| Adapting to Argumentative Styles | |
| |
| |
| Gender Differences | |
| |
| |
| Cultural Differences | |
| |
| |
| Argumentation and Emotional Intelligence | |
| |
| |
| Balanced Argumentation | |
| |
| |
| GroupWork: Got Water? | |
| |
| |
| GroupAssessment: Argumentativeness Scale | |
| |
| |
| |
| Goal Setting and Motivation in Groups | |
| |
| |
| Goal Setting | |
| |
| |
| Goal Theory | |
| |
| |
| Setting Motivating Goals | |
| |
| |
| Member Motivation | |
| |
| |
| Motivating by Meeting Needs | |
| |
| |
| Motivating Diverse Personality Types | |
| |
| |
| Group Motivation | |
| |
| |
| A Sense of Meaningfulness | |
| |
| |
| A Sense of Choice | |
| |
| |
| A Sense of Competence | |
| |
| |
| A Sense of Progress | |
| |
| |
| Assessment and Feedback | |
| |
| |
| The Role of Assessment | |
| |
| |
| The Role of Feedback | |
| |
| |
| Rewards and Punishment | |
| |
| |
| Extrinsic and Intrinsic Rewards | |
| |
| |
| Objective Rewards | |
| |
| |
| Effective Rewards | |
| |
| |
| The Role of Punishment | |
| |
| |
| Balancing Mission and Motivation | |
| |
| |
| GroupWork: Your Guiding Motive | |
| |
| |
| GroupAssessment: Group Motivation Inventory | |
| |
| |
| |
| Participation Tools | |
| |
| |
| |
| Planning and Conducting Meetings | |
| |
| |
| Meetings, Meetings, Meetings | |
| |
| |
| Planning the Meeting | |
| |
| |
| Why Are We Meeting? | |
| |
| |
| Who Should Attend the Meeting? | |
| |
| |
| When Should We Meet? | |
| |
| |
| Where Should We Meet? | |
| |
| |
| What Materials Do We Need? | |
| |
| |
| Preparing the Agenda | |
| |
| |
| Elements of an Agenda | |
| |
| |
| Determining the Order of Items | |
| |
| |
| Double-Checking the Agenda | |
| |
| |
| The Chairperson's Responsibilities | |
| |
| |
| Dealing with Difficult People | |
| |
| |
| Nonparticipants | |
| |
| |
| Loudmouths | |
| |
| |
| Interrupters | |
| |
| |
| Whisperers | |
| |
| |
| Latecomers and Early Leavers | |
| |
| |
| Adapting to Differences | |
| |
| |
| Preparing the Minutes | |
| |
| |
| Select a Recorder | |
| |
| |
| Determine What Information to Include | |
| |
| |
| Taking Minutes | |
| |
| |
| Evaluating the Meeting | |
| |
| |
| Balanced Meetings | |
| |
| |
| GroupWork: Meet the People Problems | |
| |
| |
| GroupAssessment: Post-Meeting Reaction (FMR) Form | |
| |
| |
| |
| Making Presentations in Groups | |
| |
| |
| Presentations in Groups | |
| |
| |
| Presentation Guidelines | |
| |
| |
| Purpose | |
| |
| |
| Audience | |
| |
| |
| Logistics | |
| |
| |
| Content | |
| |
| |
| Organization | |
| |
| |
| Credibility | |
| |
| |
| Performance | |
| |
| |
| Group Presentations | |
| |
| |
| Public Group Presentations | |
| |
| |
| Team Presentations | |
| |
| |
| Questions and Answers | |
| |
| |
| Presentation Aids | |
| |
| |
| Creating Presentation Aids | |
| |
| |
| Pitfalls of PowerPoint | |
| |
| |
| Using Presentation Aids | |
| |
| |
| Balanced Presentations | |
| |
| |
| GroupWork: A Practice Presentation | |
| |
| |
| GroupAssessment: Presentation Rating Scale | |
| |
| |
| |
| Technology and Virtual Groups | |
| |
| |
| Technology and Group Communication | |
| |
| |
| Virtual Groups | |
| |
| |
| Synchronous and Asynchronous Communication | |
| |
| |
| Group Communication Media | |
| |
| |
| Audioconferences | |
| |
| |
| Videoconferences | |
| |
| |
| Text-Based Computer Conferences | |
| |
| |
| Groupware | |
| |
| |
| Email | |
| |
| |
| Bulletin Boards | |
| |
| |
| Electronic Chat | |
| |
| |
| Electronic Meeting Systems | |
| |
| |
| Collaborative Presentation Technology | |
| |
| |
| Group Diversity and the Digital Divide | |
| |
| |
| The Digital Divide | |
| |
| |
| Implications for Virtual Groups | |
| |
| |
| Balancing Technology in Groups | |
| |
| |
| GroupWork: Computer and Teleconference Simulation | |
| |
| |
| GroupAssessment: Virtual Meeting Evaluation | |
| |
| |
| Glossary | |
| |
| |
| Index | |